Comparison of students referred and not referred for special education

被引:11
作者
Gottlieb, J [1 ]
Weinberg, S [1 ]
机构
[1] NYU, Sch Educ, Dept Teaching & Learning, New York, NY 10012 USA
关键词
D O I
10.1086/461922
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A prospective study was conducted in which we collected prereferral baseline data on low-functioning students in grades K-3, from 9 schools in 2 districts, and compared those who were referred for special education (N = 32) with those who were not (N = 25) in terms of teachers' academic ratings, standardized test scores, and social and behavioral indicators that may have been responsible for the referrals. We found that one-eighth of the teachers made two-thirds of all referrals, and that students who were referred scored lower on standardized reading tests and misbehaved more than those who were not referred. We also found differences on 2 social indicators that could be considered a consequence of a difficult set of family circumstances: family mobility or transience, and lateness to school. Ramifications of findings are discussed.
引用
收藏
页码:187 / 199
页数:13
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